2022 Yamaha “40 Under 40” — Celebrating Excellence in Music Education

David Amos

Director of Bands
Heritage Middle School
Painesville, Ohio

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Dr. Justin Antos

Director of Bands and Orchestras
Dwight D. Eisenhower High School
Blue Island, Illinois

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Dr. Cassandra Bechard

Director of Bands, Assistant Professor of Music
University of Northwestern St. Paul
St. Paul, Minnesota

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Stephen Blanco

Director of Mariachi Studies
Las Vegas High School
Las Vegas, Nevada

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Dr. Robert Bryant

Music Education Coordinator,
Assistant Professor of Music
Tennessee State University
Nashville, Tennessee

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Adam Calus

Executive Director
Education Through Music — Massachusetts
Boston, Massachusetts

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Kristopher Chandler

Director of Bands
Gautier High School
Gautier, Mississippi

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Danielle Collins

Director of Music, Media, Entertainment Technology (MMET) Department
Academy for the Performing Arts
Huntington Beach High School
Huntington Beach, California

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Dr. Nathan Dame

Director of Choral Activities,
Fine Arts Department Chair
Wylie East High School
Wylie, Texas

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Brandon Felder

Fine Arts Music Director
SHABACH! K-8 Christian Academy
Landover, Maryland
Music Director
Georgetown University Gospel Choir
Washington, D.C.

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Bryson Finney

Artistic Director, We Are Nashville Festival
Learning Technology Specialist
Metro Nashville Public Schools
Nashville, Tennessee

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Alain Goindoo

Director of Bands, Jeaga Middle School
West Palm Beach, Florida
Executive Director, Hope Symphony INC

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Jayme Hayes

Director of Bands
Mayberry Cultural and Fine Arts
Magnet Middle School
Wichita, Kansas

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Dr. Jonathan Helmick

Director of Bands,
Associate Professor of Music,
Slippery Rock University
Slippery Rock, Pennsylvania

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Anastasia Homes

Director of Bands
San Elijo Middle School
San Marcos, California

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Amir Jones

Director of Bands
Thomas W. Harvey High School
Painseville, Ohio

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Damon Knepper

Director of Bands and Orchestras
Ironwood Ridge High School
Oro Valley, Arizona

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Katie O’Hara LaBrie

Composer, Conductor, Clinician
Fairfax, Virginia

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Wes Lowe

Director of Instrumental Arts
The King’s Academy
West Palm Beach, Florida

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Tracy Meldrum

Director of Bands, Fine Arts Department Chair
Verrado High School
Buckeye, Arizona

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Tammy Miller

Artist Faculty of Piano
Omaha Conservatory of Music
Omaha, Nebraska

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Gabrielle Molina

Executive Director
Project Music
Stamford, Connecticut

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Dr. Justin John Moniz

Associate Director of Vocal Performance,
Coordinator of Vocal Pedagogy
New York University — The Steinhardt School of Culture, Education and Human Development
New York, New York

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Bryant Montalvo

Music Teacher, Choir Director
Central Falls High School
Central Falls, Rhode Island

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Cody Newman

Director of Bands
Forney High School
Forney, Texas

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Terry Nguyen

Lecturer
University of California, Riverside
Riverside, California

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Tanner Otto

Orchestra Director
Sycamore Community Schools
Cincinnati, Ohio

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Kenneth Perkins

Music Teacher
Joseph Keels Elementary School
Columbia, South Carolina

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Joel Pohland

Band Director (8-12),
Assistant Band Director (5-7)
Pierz Healy High School
Pierz, Minnesota

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Alec Powell

Director of Choirs
Mountain Ridge Junior High
American Fork, Utah

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Benjamin Rogers

Director of Choirs
Liberty Middle School
Spanaway, Washington

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Amanda Schoolland

Music Director, Computer Coding Instructor
Metlakatla High School
Metlakatla, Alaska

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Jennifer Stadler

Independent Piano Teacher
Jennifer Stadler’s Piano Studio
Oklahoma City, Oklahoma

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Mark Stanford

Director of Bands, Music Teacher
Springfield High School
Springfield, Pennsylvania

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Brandon Tambellini

Band Director
Blackhawk High School
Beaver Falls, Pennsylvania

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Heather Taylor

Instrumental Music Teacher
Lakeshore Elementary School
Rochester, New York

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Katie VanDoren

Associate Director of Bands
Vandergrift High School
Austin, Texas

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Chris Vitale

Director of Bands
Westfield High School
Westfield, New Jersey

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Armond Walter

Director of Instrumental Music
Meadville Area Middle School
Meadville Area Senior High School
Meadville, Pennsylvania

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Alex Wilga

Director of Bands
Davenport Central High School
Davenport, Iowa

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When David Bechard started at Wahlert Catholic High School, the band had 13 members. After relentless recruiting for 18 months, the band grew to 52 members — a growth of 400%! “My plan was to make band fun and create a sense of ownership for the students,” Bechard said. “I focused on building their sense of community and pride.”

A part of the fun factor was the virtual Halloween concert. “We missed our annual Halloween Parade due to COVID-19, so I wanted to give my students a fun Halloween experience,” Bechard said. “We recorded ‘Thriller’ in our main gym and my ‘zombie cymbals’ slowly chased my bass clarinetist, adding to the zombie horde throughout the song!”

Even though Wahlert’s band is small compared to other schools, Bechard did not just make do with what he had. He repeatedly asked for resources for his program. A costly ask was acoustic paneling in the band room, which would help students hear the other instruments better. “The most important step I took was reminding the office at every opportunity that the paneling was a need — physically, musically and educationally,” he said.

According to one of his “40 Under 40” nomination letters, “It wasn’t long ago that Wahlert Catholic High School’s band looked like toast. Then David Bechard stepped in. A dwindling band that didn’t march and struggled to play concert band music due to lack of instrumentation is now playing Friday night football games and playing quality concert band literature.”

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Javier Alcántara-Rojas not only grew the music program at both Granite Hills High School and its feeder middle school, Phoenix Academy, he was a key player in advocating for and creating a new curriculum that would become the Granite Recording & Entertainment Arts Training (GREAT) Academy. For three years, Alcántara-Rojas and a small group of educators developed this career technical education (CTE) program specifically for the performing arts. The GREAT Academy, which opened in 2018, offers core arts training along with applied technical training.

In one of Alcántara-Rojas’ “40 Under 40” nomination letters, a colleague wrote, “The amount of creativity it took to create this system — which allows students to move through an academy-style system of classes while still allowing them to take desired classes within the other subjects — frankly boggles my mind,” 

The academy’s mission is to prepare high school students for college and career readiness and to “equip them with the technical proficiency and aesthetic sensitivity” for a career in the entertainment industry.

One-third of Granite Hills High’s students participate in the academy. According to Alcántara-Rojas, the academy coursework focuses on student interests and offers a comprehensive music program, as well as classes in dance, theater, animation and tech theater. The GREAT Academy also has a newly renovated performing arts center, and performing there encourages “students to give their creative best,” he said.

The California Department of Education saw the immediate impact of the GREAT Academy and recognized it as a Regional Technical Assistance Site to help other schools build and grow the arts in their communities.

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The orchestra at Westport Middle School has been described as electrifying — that’s because it’s an electric orchestra! “The Westport Rock N’ Warhawks is the only one of its kind in a middle school … It is the most technologically advanced orchestra program in the United States today, and it is known throughout the country for its highly skilled and diversity of talent,” said Cory Zilisch, Westport’s director of orchestras.

Students in the orchestra are introduced to a variety of rock, pop and classical music; learn choreography and floor movements for their performances; and can experiment with all the sounds that electric instruments produce. Students also learn to improvise and create their own music. The Rock N’ Warhawks perform at various school and community events, activities and conferences in Kentucky.

The popularity of the electric orchestra has helped Zilisch grow his orchestra by 400% in five years. “Simply taking that group and performing around the city has caused so many kids to want to join the program,” Zilisch said. “Another big recruitment tool is our social media presence. Word has gotten around town about our program and we have kids clamoring to be a part of it!”

In addition to the Rock N’ Warhawks, Zilisch oversees the 6th grade, 7th grade and 8th grade orchestras, as well as a chamber orchestra.  According to one of his “40 Under 40” nomination letters, “I would wager a large sum that Cory Zilisch is the most impressive, young orchestra teacher in the United States. … He holds a high bar for behavior, encouragement and achievement in his ensembles that has a radiating effect on the school population as a whole.”

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A change in leadership can make a world of difference. Just ask the students at Orange Lutheran High School about music director Aaron Zeilinger, who they affectionately call Mr. Z. In one of his “40 Under 40” nomination letters, a student wrote, “Mr. Z is always motivating us to be the best version of ourselves.”

Another student wrote, “Mr. Z makes everyone feel welcome to the program. I’ve seen upperclassmen with no prior music experience join band and commit to practicing because of Mr. Z’s dedication to make everyone feel capable of being a musician.”

A major change Zeilinger implemented at Orange Lutheran was to re-establish the marching band. “After a 3-year hiatus, I saw a need for the unique team bonding that marching band brings to a program,” he said. “Now that we are in our fourth year, the kids are closer than ever and excited for when we can march again.”

Zeilinger also changed the format of the final concert of the school year — the Student Showcase — to be one developed and run by students. “I have always been a firm believer in establishing a sense of ownership within programs by enabling students to have a voice in major items,” he said. “Each song is either chosen by, conducted by or taught by a student with my guidance. It is truly a celebration of the students’ growth over the time that they have been in the program.”

During the pandemic, Zeilinger asked for student input on topics for his music appreciation presentations. He has lectured on topics ranging from baroque music to the music of Harry Styles and even what makes a pop song catchy. “It has been a lot of fun creating these lessons and allowing students to sit back and enjoy something (that is still educationally relevant) during this already stressful time,” he said.

In addition to teaching music, Zeilinger molds students to be self aware, empathetic and positive. And his students feel his impact long after they leave Orange Lutheran. A former student wrote, “When I graudated, one of Mr. Zeilinger’s final pieces of advice to me was to ‘have confidence in yourself and don’t be afraid to get out of your shell.’ I still take this advice to heart today.”

Read about how Zeilinger started the Performing Arts Academy at Orange Lutheran.

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Nutley music is part of who Vincent Vicchiariello is. Not only did he attend Nutley schools as a child, but he has taught at the elementary, middle school and now Nutley High School. So, it’s not surprising that he calls the Nutley band program a family. “When I took over as director at the high school, I made it a point to let the students know that we are all there for each other no matter what,” he said. “We have instilled a culture in our students that they follow, believe in and teach to the new students. They help and care for one another on/off the football field, in/out of the classroom or in/out of the band hallway.”  

While parents and students are proud of the many awards that the Nutley band has received under Vicchiariello’s leadership, they are more appreciative of how he has built a community within his music program. In several “40 Under 40” nomination letters, students called him “a role model” and “my rock,” and that “he has taught us the importance of hard work and continuously emphasizes to never give less than our best.” A parent was succinct in his praise of Vicchiariello: “He connects to the kids like no other. Grounded. Has their best interest at heart. One of a kind.”

Another parent wrote about Vicchiariello’s exceptional programs that blend classical music with edgy, modern pieces. “He includes all his staff, his students and even parents in the creative process, actively asking for input. This bridge of communication has brought together a series of fresh ideas that brought life into our music program.”

Vicchiariello strives to find more musical opportunities not only for his high school band members but for students at Nutley’s feeder schools. He saw the benefits of including 8th graders in the marching band, something that he himself experienced. “I had the opportunity to join the high school marching band when I was in 8th grade, and I enjoyed every second of it along with many of my friends,” he said. Vicchiariello knew that students often don’t continue playing music when they enter high school. By implementing this new program, 8th graders have the opportunity to grow and development throughout their extended time in the group.

During the pandemic, Vicchiariello worked tirelessly to provide a safe marching season for his students. Even though all competitions were cancelled, he continued to teach them new music and worked with community leaders and the booster association to practice at a park so that students could safely play together. According to another nomination letter, “He was in constant communication with the parents so that together our children could continue to do what they love, which is to play music,”

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Giselle Vento Banda has a long history at Waco Independent School District — she attended the district’s school as a student. “As a disoriented ESL student, walking into the choir room taught me that I was a member of the gaggle and had arrived in a safe space where I could be me,” she said. Now, she wants to return the favor to the school community that “gracefully invested and welcomed me into its circle.”

A small but impactful way she motivates her students is to call them “scholars.” Vento Banda heard a friend used the term, and it resonated with her. “I want children to be globally minded, lifelong learners. I also want them to know that their teachers are scholars, too. After all, children become the imprint we leave in their minds. When I refer to them as ‘scholars,’ my students’ behaviors shift, and they take pride in learning,” she said.

Vento Banda’s reach goes beyond Waco ISD. She also serves as the co-director of the Youth Chorus of Central Texas, a community choral group for 3rd to 12th graders from diverse educational and economic backgrounds. “This organization holds a special place in my heart, for I, too, was in a children’s chorus in Mexico,” Vento Banda said.

In one of her “40 Under 40” nomination letters, a colleague wrote, “As Giselle grows, her kids grow! Music has become their passion under Ms. Vento Banda’s guidance, and they have so many more opportunities to develop their musical arts learning because of her. Her passion, courage and creativity is only highlighted by her personal desire to continue to develop as a professional music educator. Giselle is magnificent.”

Read about how the Youth Chorus of Central Texas was started. 

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Celina Velez has devoted her career to working with Philadelphia’s Latino community. “I always want my students to feel passionately and positive about their music-making experiences,” she said.

As the music director at Cayuga Elementary School, she uses singing, movement and rhythm exercises to open the door for students to play instruments. “Singing through exercise and swaying/dancing to the rhythm of a song before playing it are critical to helping students internalize the music,” Velez said. “The more senses we use to learn something, the better the students will retain it. My students love stepping to different rhythms and challenging each other or me to a ‘rhythm off!’”

She brings guest artists and ensembles to her class and prepares her students to play alongside them. “It’s so nerve-wracking! I create mini-performance opportunities like lunch hour café shows to get the nerves out,” Velez said. “I use performance buddies — pairing a younger student with an older student for mentorship — to help keep each one accountable at concert time with instruments, costumes and other equipment.”

In addition to her work at Cayuga, Velez also is a founding member of the North Philadelphia Art Teacher’s Alliance that brings together K-12 students from area public, private and charter schools. “While schools train students and help them grow as artists, NPATA provides additional performance opportunities for participating schools by hosting collaborative concerts, festivals and art shows,” Velez said.

According to one of her “40 Under 40” nomination letters, “A Latina woman, Celina relates on a personal level with the students she has devoted herself to supporting. As a role model, she instills confidence, positivity and key values in her students who are often dealing with adversity.”  

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Working backward as a teaching philosophy may have some people scratching their heads, but this approach is one that has served Brian Teed well at Wakeland High School. He explained that in order for end goals to consistently be met, staff, students and the administration must agree on the strategy and approach to reach that goal. “Music education is very much a team effort,” he said. “My students are part of the process of working backward, and they know what to expect. Students hold one another accountable in a positive manner since we are all striving to perform at our highest ability as a cohesive ensemble. It creates a sense of ownership for each member.”

In one of his “40 Under 40” nomination letters, a parent wrote, “This collective ownership of goals and expectations makes the band function like a large family. My daughter loves the feeling of being accepted and included.”

Another parent wrote, “Brian connects the dots between what students do on the field, in class and how they prepare for auditions. He has invited well-known clinicians to emphasize strategies/goals, and he has elevated the students to understand music at an advanced and intellectual level.”

Teed isn’t afraid to shake things up — he made major changes to the marching percussion program and the staff. He also added a second spring percussion ensemble concert and limited it to high school students, who “would play a little bit more challenging music and focus on new commissions or specific artists, who would work with us,” Teed said. The joint high school and middle school percussion concert was scheduled later in the spring, “which allowed the middle school students more time to work up their solos and ensembles, gave the high school students another performance opportunity, and shortened the length of our cluster concert significantly, making it more enjoyable for all performers and audience members,” Teed said.

“Kids learn differently, and Mr. Teed adjusts accordingly,” another parent wrote in a nomination letter. “He engages them in the process as they pick music, develop skills and audition for different instruments. This approach gives them a stake in the outcome and encourages life skills like problem-solving, critical thinking, goal setting and relationships.”

Read about Teed’s unconventional but effective teaching philosophy of backward planning. 

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Tyler Swick

Elementary Music Educator
Robert and Sandy Ellis Elementary School
Henderson, Nevada

There doesn’t seem to be enough superlatives to describe Tyler Swick’s energetic, entertaining and exhilarating teaching style. And accolades from parents and colleagues are just as numerous.  In several of his “40 Under 40” nomination letters, parents called him a “musical magician” and that his “his work ethic knows no bounds when it comes to ensuring he gets a smile out of a few extra kiddos.” Another parent simply stated, “It doesn’t feel like learning when it’s this fun!”

Fun is a big part of Swick’s Orff-based music classes at Ellis Elementary attended by more than 700 students, and his growing YouTube channel, Swick’s Classroom, which has videos of catchy songs that showcase his “cutting-edge creativity and a self-taught knack for audio and video production to create highly entertaining educational material,” according to another nomination letter.

Swick said he started the channel when “I went on paternity leave and wanted my students to continue to receive high-quality Orff xylophone instruction.” The channel now has almost 3,500 subscribers and more than 500,000 total views.

“The songs and videos are vehicles to get my students engaged,” Swick said. “The lesson may be about quarter notes but that’s hidden inside of a song about spending winter on the beach. The Halloween songs really get the students amped up about October. They get so excited to see the Chihuahua that I can sneak in learning about clave rhythms, shaker technique and minor keys!”

Swick writes and records songs quickly. For example, he had the idea for the “12 Days of Google Meets” on a Wednesday night, and it was on YouTube by Friday morning. “When I’m excited about a concept, I’ll skip sleeping to get the project done,” he said. In one month, that particular video has had over 12,000 views.

In May 2020, Swick received the “Heart of Education” award by The Smith Center. He used the $1,000 prize to purchase each Ellis Elementary student a pair of drumsticks, a scarf and a shaker, items that he calls for them to use during his remote learning classes.

“We are very lucky to have Mr. Swick at Ellis Elementary. His kindness, creativity, encouragement and support are wonderful examples for my daughter — and all the students — to follow,” wrote another parent.

Read about how Swick uses YouTube as a teaching tool. 

See what devices and tools Swick uses in his classroom — equipment that you may want to add to your wish list. 

Consider Swick’s fundraising strategies that do not require selling things. 

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Don Stinson

Director of Bands
Joliet Central High School
Joliet, Illinois

Don Stinson proves that you can go home again. Stinson is the director of bands at the high school he attended — Joliet Central High School. “I’ve thought about teaching at Joliet Central since I was 14,” he said. “Being only the fifth director in the program’s 110-year history is very daunting, but the students continue to rise to the challenge of honoring our band’s history and innovating for the next generation.”

The school’s demographics have changed since Stinson was a student there 20 years ago. It now serves a 75% low-income area with high mobility. “There may not be as much money in our population as there used to be, but we turn negatives into positives,” said Stinson, who is proud or the diversity and accomplishments of his ensembles.

Stinson has created more music-making opportunities at Joliet Central, including a second jazz ensemble, a guest artist series, a jazz lab experience and an introduction to band class. He also founded and directed the Joliet Young Musicians Mentor Band, a two-week summer program. “I ‘borrowed’ the idea of the mentor band from another school and tweaked it. By the end of the program, junior high students receive some musical instruction and our high schoolers experience some authentic leadership opportunities,” Stinson said.

On top of all of his teaching responsibilities, Stinson has a book, “Teaching Music to Students from Underserved Backgrounds,” coming out. The three key points in Stinson’s book are: 1) Money doesn’t solve all of our problems in education, effective and committed teachers are the key; 2) working to identify and combat implicit bias can help teachers help students and communities; 3) some students from low-income areas may not have the time or place to practice or focus on music outside of school; therefore, we must take the job of structuring our class time with rigor and flow seriously.

Read about how Stinson instituted a “practice-not-required” strategy at Joliet Central High School. 

Learn how Stinson uses his school accountability report card to make his band more representative.

Don Stinson and the Joliet Central High School band will be part of the Midwest Clinic’s 75th anniversary in December 2021. 

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Imagine successfully petitioning your college’s president to start a music program, then being the first student to graduate from that program, then returning to the school six years later to be the assistant band director. That’s what Willie Snipes Jr. did! In April 2016 – on his birthday, no less – he was named the director of college bands at Miles College, becoming the youngest director in the HBCU band world. “To see music and music education majors graduate from the program that I helped start brings great joy to my heart,” Snipes said.

Miles’ award-winning bands has more than 200 members with an 85% retention rate. “I believe that my high recruitment and retention rate is due to the fact that I build a relationship of trust with my students,” Snipes said. “Many of my students are from low-income families, which I am from as well, or from broken homes — so that connection and trust are essential.” 

Building and maintaining a strong music program requires support from the community, so Snipes shows local schools and neighborhoods that “Miles Cares.” Members of the band sorority and fraternity assist local middle school and high school music directors, giving the college students teaching and leadership opportunities. Snipes and the staff promote the “horns up, guns down” campaign in local neighborhoods, help with food drives, donate instruments to local school bands, and recruit students and award them band scholarships.

In one of his “40 Under 40” nomination letters, a colleague wrote, “Mr. Snipes and his students are not just champions in the band world, they are champions for education. He make sure no student is left behind by pushing education first and stepping in when a student’s grades are falling. Mr. Snipes is a teacher, leader, father, mentor, friend and a great asset to our community.”

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In August 2019, Doug Schaffer “marched in and brought a program to life,” according to a band parent in one of his “40 Under 40” nomination letters. Schaffer recommended a three-week fine arts exploratory class where 6th graders can experience art and band so they can choose which fine arts class they want to continue. “Since implementing the class, our beginning band number shot up with 60% of them joining band,” he said.

Schaffer also started a junior high marching band to increase the retention rate from 8th grade to high school. “The band performs at two local and one away parade every year to give them a taste of high school. After the first year of the junior high band, we saw 100% retention,” Schaffer said.

Despite the pandemic, the district hosted the first Mark Twain Invitational Band Festival with 12 bands participating in a parade and a field show competition. “My kids showed incredible resiliency by still being able to put together a show and compete,” Schaffer said. “There were several schedule changes, as well as cancelled rehearsals, but the kids still brought their best to the festival, and honestly the whole season.”

On top of the remarkable growth of the music programs at both Mark Twain Junior High School and Mark Twain High School, Schaffer also designed the marching band and fall color guard uniforms. “I do the program coordinating for all of our shows, as well as all the drill and music arrangements. I really love putting together a product each year that is custom made for our group,” he said.

In one of his “40 Under 40” nomination letters, a former coworker wrote, “Mr. Schaffer’s enthusiasm is contagious. He is proud to be a Tiger, and we are proud to have him.”

Read about how Schaffer started the three-week fine arts exploratory class at Ralls County Elementary. 

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The Innovation Campus of Hilliard City Schools offers specialized and unique learning opportunities for the district’s 7th-12th grade students. Phil Nagy teaches Academy Vibe classes, which are designed to “infuse audio and video production into one offering” for high school students.

“Our intro course exposes students to the basics of songwriting, audio recording/production, story/message creation, video production and editing,” Nagy explained. “The final project is writing and recording an original song and then shooting and editing a music video for that song — with professional-grade gear and software. I teach all of the music stuff associated with that and have a co-teacher who handles the video stuff.”

The advanced Academy Vibe class focuses on “voice and choice” where students select what they want to work on, and Nagy and his co-teacher advise along the way. 

“Seeing students share their soul, in the form of original composition, is just awesome,” Nagy said. “Whether it’s a recording we put out there for people to hear or a live performance (pre-COVID), it’s just awesome to be a part of their creative outpouring!” 

Nagy works closely with the middle school and high school directors because the goal of Academy Vibe is to enhance students’ music education, not replace the music offerings at their home campus. This collaborative spirit was emphasized in one of his “40 Under 40” nomination letters, in which a colleague wrote, “What sticks out most to me is how Phil Nagy and his students are extremely effective at coordinating their recording program with the rest of the district K-12 music programs, providing recording services for concerts and performances. Our district’s entire music department — in fact, the entire district — is better due in large part to his willingness to work with everyone to help them achieve their goals.”

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Matt Moore

Associate Band Director/Director of Percussion
V.R. Eaton High School
Haslet, Texas

Just prior to the pandemic, some of Matt Moore’s percussion students at V.R. Eaton High School were selected as winners of the Percussive Arts Society’s “International Percussion Ensemble Competition.” But instead of preparing to travel to PASIC to perform a showcase concert in the fall, schools around the country shut down and conferences, including PASIC, were either cancelled or moved to a virtual format. (Moore’s students performed at the 2021 event.)

Moore immediately realized that not having live musical performances would have a profound negative effect. “Very early on in the pandemic, I put together a social-distanced marimba choir project to help connect percussionists during a very strange time when we were all suddenly home and without live music,” he said. “I received 111 submissions from percussionists all over the world! Middle school to professional level, including a handful of my EHS kids.” The video of the compilation showcases the talent of all the participants.

Thanks to his technical skills, Moore continues to connect with his percussion students through virtual classes with engaging digital content, and he helps them maintain and improve their musical proficiency. In one of his “40 Under 40” nomination letters, a colleague wrote, “Matt’s professional and approachable demeanor have fostered an environment that students thrive in.”

Already a music educator, composer and arranger, Moore decided to add entrepreneur to his list of jobs. He launched Waveform Percussion with Luke Vogt, his percussion co-teacher at Eaton. They incorporate electronic media into percussion education to create music that’s fun to play. “We hope to engage students in a way that meets them where they are — always an arm’s length away from their phone and earbuds and possibly learning remotely from home,” Moore said. “The music is curriculum based and educationally focused, and it’s flexible enough to be used by students in whichever learning environment they’re in.”

Read about Moore and his percussion ensemble’s the long road to perform at the PASIC.

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David Matchim checks all the boxes when it comes to being an impactful and inspiration educator. So it wasn’t surprising to learn that his students at Centennial High School did not let the pandemic stop them from performing. “These are tough times, but our students are flexible, resilient and enthusiastic,” Matchim said. “During the one-week virtual marching band camp at the end of summer, they worked hard to preserve the strong community we have established. They are recording and producing amazing recordings. I’m proud of their grit — their ability to find solutions and persevere.”

Together they produced a virtual show, which was a true team effort with “student leaders teaching during sectional breakouts, the visual team teaching choreography virtually, students sending in recorded video and audio, and in-house directors editing all the pieces together,” Matchim said.

Another area where Matchim encourages teamwork is community outreach. He helped to revitalize the Tri-M Music Honor Society, which has grown to over 150 students. “These student volunteers are always seeking opportunities to support the music community,” Matchim said. “Even in the virtual world, they are sharing performances with nursing homes and providing tutorial videos to younger musicians in our feeder system.”  

Inside the classroom, Matchim and his fellow band director make thoughtful repertoire selections showcase diversity and inclusivity. Last year, his band performed Julie Giroux’s “Bookmarks from Japan” and Arturo Marquez’ “Danzon No. 2, and this fall, they performed Scott Joplin’s “Sunflower Slow Drag” virtually. “Like most organizations, we are reflecting and recognize that we need to do better,” he said. We are working with our students to find pieces that ‘speak’ to them and their diverse backgrounds.”

Under Matchim’s leadership, the music program has more than doubled with 600+ students participating. “While I wish I could take credit for the growth in our music program, it takes a village,” he said modestly. He credits an “amazing” feeder system, a supportive administration and parent community, his band director colleague James Kranz and a dedicated team of music teachers. “We work together with our choir and orchestra colleagues to give our students a great musical experience. We’re a family. We feel it, and the students do, too.”

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Matthew Martindale felt the pressure of taking over the Pride of Shelby County Marching Band — a program with a storied history — and replacing a director who retired after more than 20 years. “The students and community truly embraced me,” he said. “I knew this was going to be a special place when a senior trombone player said, ‘Welcome to the family,’ early in the school year. As the year progressed, the students started calling me ‘Martindad,’ and our teacher/student relationships continued to grow.”

Even though the Pride of Shelby County is the oldest band in the county, it is also the smallest and was in need up many upgrades. In his first year, Martindale wanted to get new uniforms, which were 18 years old. He worked with the boosters to fund a portion of the cost. Then he launched a capital campaign and secured sponsorships that brought in more than $15,000, which was enough to purchase uniforms.

He also received two major grants totaling $22,500 to buy and repair instruments for the middle school beginner band program. “This will allow our beginner band students to participate for free for many years to come,” Martindale said. “This increased enrollment in band across both Columbiana Middle School and Shelby County High School.”

During his second year, Martindale changed the music the band performed from classic rock to a completely different Dia De Muertos half time program he created, which “introduced the students and our small rural community to this Spanish style of music and pageantry. This creative move won the band recognition as ‘Best in Class’ in all categories at a competition that year,” wrote a parent in one of Martindale’s “40 Under 40” nomination letters.  

After winning, his students continued to improve and “at our last competition, we were not victorious, but all their scores had increased dramatically,” Martindale said. Even though there wasn’t a trophy, his students believed they had won. “If you can get your students to realize that competition is only one aspect of growth and that improvement is more important, then you can be happy as a director,” he said.

Read about how Martindale transformed the music program at Shelby County High School. 

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Jarrett Lipman has a term for a teacher’s selflessness in engaging and empowering his students: Servant leadership, which “means committing oneself wholly to improving the lives of your students, peers and community,” he said. “It means prioritizing the welfare and needs of your students over your own career goals and teaching your students to share their gifts and talents with others in order to make a positive impact on the world.”

And students, parents and colleagues recognize and appreciate Lipman’s teaching perspective. “I am both excited and proud to see not just the music and performances that Jarrett teaches our children but the life lessons and personal growth they glean from his approach to the music arts and being a better member of the community,” wrote a band parent in one of Lipman’s “40 Under 40” nomination letters.

Lipman started at Claudia Taylor “Lady Bird” Johnson High School when it opened in 2008. “The best thing about teaching at a new school is that you get to help build and shape the culture of the campus from scratch. The sky is the limit,” he said.

However, Lipman acknowledges that this pro can also be a con because you “must demonstrate tremendous patience through the years waiting for the cultures and players to develop. Like any great meal or project, it takes time and a willingness to see it through until the end.”

His patience has paid off — his music program currently has more than 350 members. “We see band at Johnson as a 6th through 12th grade journey,” Lipman said. “Building relationships with students during their formative years on their instruments keep them in band through high school. In high school, we work to find that careful balance between challenging them through high standards and providing them with once-in-a-lifetime musical experiences.”  

The school’s namesake, Lady Bird Johnson, once said, “Children are apt to live up to what you believe of them.” Lipman takes these words to heart. In another nomination letter, a colleague wrote, “Not only does Mr. Lipman continue to push the envelope when it comes to visual and musical design on the field, he always takes time to help others in need.”

Read about the incredible 10-year growth of the Johnson High School band program that required getting approval and funding for a second band hall.